Algina, J., Black, E., Cavanaugh, C., Dawson, K. & Liu, F. (2010). The validation of one parental involvement measurement in virtual schooling. Journal of Interactive Online Learning. Volume 9, Number 2. Retrieved on July 17, 2011 from http://www.ncolr.org/jiol/issues/pdf/9.2.2.pdf
Review on the measures of parental involvement in virtual schooling based on the increase of attendance. Due to virtual schooling becoming, more and more, popular, the research suggests there should be more information on the results of parental involvement and this type of schooling. Parental involvement has proven to be a substantial element in the enhancement of student achievement and virtual schooling should show the same effects.
Due to the increase in students attending virtual schools, we need to incorporate ways in which parents could be involved in their children's education in our project. Since middle school students are growing in interest to attend virtual schooling using technology to enhance parent involvement is adamant to reaching all students and their parents in the middle school level of education.
Baharudin, R., Hong, C., Lim, S., & Zulkefly, N. (2010). Educational goals, parenting practices and adolescents academic achievement. Asian Social Science, 6(12), 144-152. Retrieved July 17, 2011, from EBSCOhost database.
This study explores the associations between educational goals, single parent practices, and their children’s academic achievement. It also examines the differences in the educational goals and parenting practices among single parents, as well as the differences in how they treat their children. It was found that only in terms of educational goals did the parents differ and it was where single fathers had much lower goals compared to the single mothers.
The study is relevant to this project in its discovery of positive relationships between: (a) parenting and academic achievement; (b) educational goals of fathers and their supervisory practices; and (c) educational goals of mothers and their supervisory practices, including their involvement in school. The findings single out as important the role of active parental involvement in the education of their school-going children in order to encourage academic success.
Callison, W. (2004). Raising test scores using parent involvement. Lanham, MD: Scarecrow Education.
Chapter 4 of this work is focused upon the role of parents in helping their children to achieve success in school. It centers on the growing evidence in support of parental involvement as a means to increase students’ test scores. The point of view expressed in the chapter is that teachers and administrators are interested in collaborating with parents given the pressures to raise scores and the possibility of being rewarded for it. Successful programs and strategies are discussed in the chapter.
Chapter 4 is relevant to our capstone project because it associates effective schooling with parental involvement. It refers to the conclusive findings that show parental involvement advances the academic achievement of their children, and translates into better academic performance by school children.
Cennamo, K., Ertmer, P. & Ross, J. (2010). Digital tools that support learning. In Technology Integration for Meaningful Classroom Use. A standards-based approach. (pp. 75-105). California: Wadsworth.
This chapter in the book is an overview of the many digital tools that support learning. It explains about the digital tools that are available and how they can be applied for instruction, communication and collaboration. It provides examples of how to use different tools to accomplish specific tasks and how to be creative in performing these tasks.
Being able to use multiple types of tools to accomplish ways of involving parents in students’ education is valuable. The same tools used to enhance student learning could possibly help in communicating with parents and increasing parent involvement in their educational life. These tools can go beyond communication and create resources that allow teachers to help parents increase student engagement while at home.
Fan, W., & Williams, C. (2010). The effects of parental involvement on students' academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-24. Retrieved July 17, 2011, from EBSCOhost database.
This study explores the predictability of parent involvement as an influence on the educational motivation of 10th-graders. The motivational outcomes of students were positively impacted by the educational aims for them by both parents, in addition to school-initiated contact. Conversely, contact between parents and schools concerning student problems in school negatively impacted the motivational outcomes.
This relevance of this research to the capstone project is that it shows a predictable and positive relationship between the academic self-efficacy of students as well as their intrinsic motivation, and the rules at home on television watching. Moreover, these were positively linked to students' engagement and intrinsic motivation.
This article provides factual information on the statistics based on parent involvement in student education and achievement rates of students based on various circumstances in their household. It gives insights on the achievement levels according to the parents who are involved and to what extent they are involved.
Providing insight on the results of possible achievement based on the kind of involvement will be very helpful in encouraging parents to be involved in their child’s educational life. Being able to have information in regard to the work a parent puts in can have a benefit for creation of a program that helps parents understand and find ways to be supportive of their child’s education.
•This article sets out to distinguish between engagement and involvement of parents in the academic setting. Ferlazzo points out that, “When it comes to involving parents, ideas and energy is drives by the schools and government mandates.” (Ferlazzo, 2011, p.1) Ferlazzon states that, “When we are engaging parents, ideas tend to be elicited by parents by school staff in the context of developing trusting relationships.” (Ferlazzo, 2011, p.1) I found this very interesting in that I always thought they were the same.
•This article is important for our Capstone and my classroom as parent involvement is the key to student academic achievement. We want to engage our parents not involve them which appear to be different. The article suggests ways to move some of the parent involvement into parent engagement
•This article speaks about how important problem solving skills are in elementary math. It is an essential skill but is often neglected for other skills. The article promotes ways to include some math problem solving every day in the classroom. It gives strategies for small and whole group instruction. It uses best practices to ensure academic success in problem solving skills.
•This article is extremely important to our Capstone because we are working on improving parent involvement and academic success. This article is a how to guide on promoting math problem solving skills daily with a problem of the day. It suggests best practices by having student share solutions, summarize and paraphrase their solutions. It gives some great game suggestions to use to actively engage your students in math problem solving.
Gordon, M. & Louis K. (2009). Linking parent and community involvement with student achievement: Comparing principal and teacher perceptions of stakeholder influence. American Journal of Education, 116. Retrieved from EBSCOhost.
•This study looks at linking increased parent involvement with student achievement, and shared leadership. Gordon and Lewis stated that, “the first meta-analysis found that parental involvement affected academic achievement for all minority groups under the study, but in different ways (as cited in Jeynes, 2003). This study compares the principal and teacher perceptions of shareholder influence.
•This study is important to our capstone and my classroom as it indicates that stakeholder involvement does increase student achievement in the classroom. While there are some limitations because they feel that relying on survey data. The study indicates that how a principal behaves shapes a school culture that is open or closed to parents. So one must ensure the principals buy in when implementing a new parent involvement project. It shows us that we need to ensure that all stakeholders are involved in the process of parent involvement and not just a bystander.
Holloway, S., Mindnich, J., Susuki, S., & Yamamoto, Y. (2008). Determinants of parental involvement early schooling: Evidence from Japan. Volume 10, Number 1, Retrieved on July 15, 2011 from ECRP database.
•The study discusses, based on some cultural influences, how parent involvement in one society varies. Three forms of parental cognition was considered within the research, mothers' aspirations for their children, parenting self-efficacy, and perceptions of the school. The findings were that mothers who were more involved in their children’s homework and communication with their teachers contributed more financially to the school. It also shows that those mothers who contributed more financially had higher education, greater income, had higher aspirations for their children and felt better about the school.
•This research reveals that no matter what the cultural background many parent’s intentions are similar according to their demographics, socioeconomic position in society and educational levels. Based on this research study and it relevance to our project, any activity produced would apply to the parents of students of various cultures.
•Excellent book points out what the importance of parental involvement in the classroom. He goes into such detail on how to get parents involve in the education setting. What you can expect and how to get around the barriers. The barriers that one may encounter with parent involvement. Hornby comments that, “the gap between rhetoric and reality regarding parent involvement in their children’s education has long been considered at least partly due limitations posed by attitudes that professionals, such as psychologists and teachers, often have towards parents.” (Hornby, 2010, p.4) He gives you some suggestions on different models of parental involvement in the classroom. He speaks about how crucial parent involvement is in the elementary and middle schools. It goes into detail about our roles in parent involvement in the classroom. He gives several suggestions on activities to involve the learner’s parents.
•Parental Involvement to me is sometimes complex and sometimes simple depending on the parent. Some parents don’t trust teachers while others do. This book is so relevant to this course as well as success in my classroom I have purchased it online. I am really excited to read more in this book than what I found available on the internet. Without parent involvement in my classroom with 100% free lunch many of my students will not be successful in the academic worlds unless I get a good parental involvement plan going to make them comfortable in my classroom. Our project is about parental involvement and student’s academic success in content areas.
Huang, G., & Mason, K. (2008). Motivations of parental involvement in children's learning: voices from urban African American families of preschoolers. Caddo Gap Press. Retrieved on July 15, 2011 from http://www.eric.ed.gov/PDFS/EJ793899.pdf
•This research study discusses Urban African American parents and the educational performance of students of this background. It talks about the participation of parents in this demographic and the notion that they are uninterested in their children’s education, which, based on the study, is far from the truth. It tells of the real reason for limited parent involvement as being the lack of programs meeting parents motivational needs for involvement and not addressing parents’ concern in their child’s education.
•Understanding what drives specific people to be interested in participating will help to guide the project to meet the needs of all people. Most parents want to be involved, but the opportunity may be lacking. Providing parents with many possibilities will minimize the gap between involvement and the lack of.
•An overview on what parent involvement can do for a child’s education. It discusses from a teachers’ perspective how parent involvement helps a child stand out in the classroom and may benefit more from the relationship the teachers have with the parents. It also discusses the kinds of parents that are more inclined to be involved in their child’s education based on, from socioeconomic status to level of completion in schooling. Parents can become involved in their children’s education by being engaged in the learning process at home, through parent-teacher conferences, volunteering and financial support, among the least.
•This article has helped in the understanding of what motivates a parent to become involved in their child’s education. It guides parents in how they could be involved allowing us to create around these variables. It helps to show us how parents can become engaged in the learning through various uses of resources.
Kochanek, J., Wan, Y. , Wraight, S., Nylen, L., Rodriguez. (2011). Parent involvement and extended learning activities in school improvement plans in the Midwest Region. Retrieved from http://www.eric.ed.gov/PDFS/ED518802.pdf
•This study analyzed five school improvement plans indicated, “More than 90% of these five plans includes at least one potentially effective parent involvement and 70 percent included at least one extended learning activity (a before-school, afterschool, or summer program. (Kochanek etal., 2011 p.1) This study indicates how necessary a strong parental involvement program is to the success of the student’s, school and system. These school systems in different states had to do or revise the school improvement if they failed to make AYP (adequate yearly progress). These state agencies in the five states participating identified 1,503 Title I schools that need improvement based on the 2007/2008 assessment data. (Kochanek etal., 2011)
•This study is relevant to our project and my classroom as it points out what these five states are doing to raise student achievement by increasing parental involvement at the district level. This study also indicates, “That the research suggests that school-initiated parent involvement activities that engage parents in their child’s education are related to higher achievement. My classes generally consist of 85 to 100% free lunch in which 80% of these parents don’t care about school. I am constantly looking for new ways to get my low ses parents involved in their student’s academic success. I feel that in order for the children to care you must get the parents to care.
McCoach, D., Goldstein, J., Behuniak, P., Reis, S., Black, A., Sullivan, E., & Rambo, K. (2010). Examining the unexpected: Outlier analyses of factors affecting student achievement. Journal of advanced Academics, 21, (3), 426-468 Retrieved from http://www.eric.ed.gov/PDFS/EJ906112.pdf
•This study explains No Child Left Behind (NLCB, 2001) being initiated to eliminate the educational achievement gap between minority and nonminority students. They predicted achievement based on a schools demographic variable and identified achievement profiles that exceed and fell short of expected achievement levels. It was found that parents that were in positive outlier schools were more satisfied than their counterparts in the negative outlier schools.
•This study is important to our Capstone as well as my class as we seek to improve student achievement through parental involvement. The study indicated that communication and collaboration in and among parents, teachers, and staff appear to be critical factors in low SES (social economic status) schools. This study found that there was a positive correlation between parent communication, collaboration and academic achievement in the over and under performing schools.
•This article points out that often the term “parent involvement” and that it is the key ingredient in NCLB (No Child Left Behind) which they also mandate. According to Mitchell. & Grijalva, “PTA/PTO’s around the country finding them with participation at an all-time low.” (Mitchell & Grijalva, 2011) This article also points out that are important to recognize behaviors and replace the harmful behaviors with the helpful behaviors.
•This article is important for our Capstone and my classroom because it gives some wonderful hints on what works and doesn’t work when it comes to parent involvement in the school. The article also tells you how to develop the fully-engaged parent that will raise student achievement. The article points out what you need know to change the “traditional parent volunteer” into the fully engaged parent whom influences student’s academic success.
Phillipson, S. (2009). Context of academic achievement: Lessons from Hong Kong. Educational Psychology, 29(4), 447-468. Retrieved July 17, 2011, from EBSCOhost database.
This study investigates the relationship between test scores and the students’ working memory and academic achievement. It also reported on parent expectations of children’s academic achievement, the level of parent involvement at home and school, and the educational and income levels of parents. Thus taken, different parents can produce different contexts of academic achievement for students.
The relevant finding of this this research to the capstone project is that different contexts of academic achievement were produced by different schools. It supports the assertion that parents and their expectations are important to the academic achievement of students. Also, the implications of the idea that different schools can be characterized by different contexts of achievement can be explored within the project.
Quilliams, L., & Beran, T. (2009). Children at risk for academic failure: A model of individual and family factors. Exceptionality Education International, 19(2), 63-76. Retrieved July 17, 2011, from EBSCOhost database.
The aim of this study was to identify risk factors of individuals and families, which might account for the risk of academic failure by some students. The study looks at the self-concept and academic motivation factors reported by both students and teachers, including parent involvement in their children’s education. The results indicate that little parental involvement in students’ education might result in the students exhibiting incompetence and a lack of motivation to learn. Consequentially, these students attain minimal academic success.
As it concerns the capstone project, this study discusses factors within microsystems (e.g., individual characteristics) and macro systems (e.g., family, school, or societal contexts) relative to student achievement. There is an expansion of the current understanding of elementary students at risk of academic failure by looking at how the micro and macro systems interrelate. It was found that the probable perception by teachers of little parent involvement is that parents have little confidence in the ability of their children, who in turn exhibit a lack of motivation toward completing school work and attain minimal academic success. Also, parental involvement was related to achievement.
Stein, M., Goldring, E., & Zottola, G. (2008). Student achievement gains and parents' perceptions of invitations for involvement in urban charter schools. Washington, DC: The Society for Research on Educational Effectiveness First Annual Conference. Retrieved July 17, 2011, from EBSCOhost database.
This paper examines the relationship between the involvement of parents in their children’s learning and the academic success of parents. It supports the theory that charter schools offer greater responsiveness and accountability to parents than conventional public schools. The paper expresses the position that charter schools may offer, to parents and teachers, incentives and opportunities to engage in positive home-school interactions.
The paper describes three aspects that might account for how charter schools and other schools of choice might support greater levels of parent involvement, relative to school choice, school-parent relations, and the nature and environment of schools. These are important ideas, which contribute directly to the aim of our capstone project.
Stewart, E. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school-and individual-level factors on academic achievement. Education and Urban Society, 40(2), 179-204. Retrieved July 17, 2011, from EBSCOhost database.
This paper examines study data to determine the extent to which structural variables at both the individual and school levels are predictors of student achievement. Further analysis of the data found that individual predictors (i.e., student effort, discussions between parents and students, and the associations of students with positive peers) play a significant role in raising academic achievement. Moreover, it was indicated by the results that the school climate has an important role in successful student outcomes.
Overall, this paper is relevant to our capstone project because it describes school structural characteristics that have relatively small effects on student achievement when compared with individual-level characteristics. Therefore, interventions aimed at improving academic achievement must take into consideration the impact of individual-level and school structural factors on students and their ability to succeed.
•Parents play many parts in their lives and in the education of their children lies a few more. This article talks about all the roles parents can play in the educational needs of their kids. From the roles as teachers to community collaborators, parents can have a hand in many aspects of the educational process. It reiterates that involvement, no matter what way parents choose, is just as important as all others ways. It is important to be involved rather than to not.
•This article explains what roles parents can take on to help their children succeed. It helps in the creation of strategies to promote parent involvement. Using the right kind of technology for the right role in parent involvement is just as important as completing the role. The wrong technology could hamper the realization of parent involvement and therefore limit student achievement.
ANNOTATED REFERENCES
Algina, J., Black, E., Cavanaugh, C., Dawson, K. & Liu, F. (2010). The validation of one parental involvement measurement in virtual schooling. Journal of Interactive Online Learning. Volume 9, Number 2. Retrieved on July 17, 2011 from http://www.ncolr.org/jiol/issues/pdf/9.2.2.pdf
Baharudin, R., Hong, C., Lim, S., & Zulkefly, N. (2010). Educational goals, parenting practices and adolescents academic achievement. Asian Social Science, 6(12), 144-152. Retrieved July 17, 2011, from EBSCOhost database.
Callison, W. (2004). Raising test scores using parent involvement. Lanham, MD: Scarecrow Education.
Cennamo, K., Ertmer, P. & Ross, J. (2010). Digital tools that support learning. In Technology Integration for Meaningful Classroom Use. A standards-based approach. (pp. 75-105). California: Wadsworth.
Fan, W., & Williams, C. (2010). The effects of parental involvement on students' academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-24. Retrieved July 17, 2011, from EBSCOhost database.
FamilyFacts.org. (2011). Parent involvement and children’s academic success. The Heritage Foundation. Retrieved on July 16, 2011 from http://www.familyfacts.org/briefs/28/parental-involvement-and-childrens-academic-success
Ferlazzo, L. (2011). Parent engagement or parent involvement? Retrieved from http://www.parentinvolvementmatters.org/articles/parent-engagement-involvement.html
Glencoe. (2011) Promoting Problem-Solving Skills in Elementary Mathematics. Retrieved from http://teachingtoday.glencoe.com/howtoarticles/promoting-problem-solving-skills-in-elementary-mathematics
Gordon, M. & Louis K. (2009). Linking parent and community involvement with student achievement: Comparing principal and teacher perceptions of stakeholder influence. American Journal of Education, 116. Retrieved from EBSCOhost.
Holloway, S., Mindnich, J., Susuki, S., & Yamamoto, Y. (2008). Determinants of parental involvement early schooling: Evidence from Japan. Volume 10, Number 1, Retrieved on July 15, 2011 from ECRP database.
Hornby, G. (2011). Parental Involvement in Childhood Education: Building Effective School –Family Partnerships. Retrieved from http://books.google.com/books?id=YcS-MZ_bX0UC&pg=PA122&dq=parent+involvement+in+education&hl=en&ei=pg4jTtzDG4uhtwenh6G3Aw&sa=X&oi=book_result&ct=result&resnum=8&ved=0CFMQ6AEwBw#v=onepage&q=parent%20involvement%20in%20education&f=false
Huang, G., & Mason, K. (2008). Motivations of parental involvement in children's learning: voices from urban African American families of preschoolers. Caddo Gap Press. Retrieved on July 15, 2011 from http://www.eric.ed.gov/PDFS/EJ793899.pdf
Keith, K. (2011). Parents' volunteer and financial support for schools: Ideas for supporting your child’s achievement in school. Retrieved on July 16, 2011 from http://childparenting.about.com/cs/parentinvolvement/a/parentschool.htm
Kochanek, J., Wan, Y. , Wraight, S., Nylen, L., Rodriguez. (2011). Parent involvement and extended learning activities in school improvement plans in the Midwest Region. Retrieved from http://www.eric.ed.gov/PDFS/ED518802.pdf
McCoach, D., Goldstein, J., Behuniak, P., Reis, S., Black, A., Sullivan, E., & Rambo, K. (2010). Examining the unexpected: Outlier analyses of factors affecting student achievement. Journal of advanced Academics, 21, (3), 426-468 Retrieved from http://www.eric.ed.gov/PDFS/EJ906112.pdf
Mitchell, M. & Grijalva, S. (2011) Developing the fully-engaged parent: A model for understanding parent involvement in education. Retrieved from http://www.parentinvolvementmatters.org/articles/engagedparent.html
Phillipson, S. (2009). Context of academic achievement: Lessons from Hong Kong. Educational Psychology, 29(4), 447-468. Retrieved July 17, 2011, from EBSCOhost database.
Quilliams, L., & Beran, T. (2009). Children at risk for academic failure: A model of individual and family factors. Exceptionality Education International, 19(2), 63-76. Retrieved July 17, 2011, from EBSCOhost database.
Stein, M., Goldring, E., & Zottola, G. (2008). Student achievement gains and parents' perceptions of invitations for involvement in urban charter schools. Washington, DC: The Society for Research on Educational Effectiveness First Annual Conference. Retrieved July 17, 2011, from EBSCOhost database.
Stewart, E. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school-and individual-level factors on academic achievement. Education and Urban Society, 40(2), 179-204. Retrieved July 17, 2011, from EBSCOhost database.
White, R., & Sasser, D. (2009). Parent’s involvement in children’s education is crucial. LSU Ag center. Retrieved on July 15, 2011 from http://www.lsuagcenter.com/en/family_home/family/parenting/school_age_children/Parental+Involvement+in+Childrens+Education+is+Crucial.htm